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Academic literature on the topic 'Inductive and deductive research'
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Journal articles on the topic "Inductive and deductive research"
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Rahmatian, Rouhollah, and Fatemeh Zarekar. "Inductive/Deductive Learning by Considering the Role of Gender—A Case Study of Iranian French-Learners." International Education Studies 9, no. 12 (2016): 254. http://dx.doi.org/10.5539/ies.v9n12p254.
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<p class="apa">This article defines the objective of discovering the first preferred styles of Iranian learners of French as a Foreign Language (FFL) as regards inductive or deductive learning; and secondly, the difference between gender-based learning tendencies. Considering these points as target variables, the questionnaire developed by Felder and Silverman in 1988 was applied to form the learning styles and consequently to associate them with inductive and deductive approaches. The results led the team to set the idea which is based on the choice of induction or deduction in language learning and the gender variable that follows different directions. Consequently, in terms of the inductive approach, we find ourselves facing a rather male solicitation. A proportion of the use of this approach is also associated with women whose motivation is seen rather noticeably. Moreover, the significance is relative rather than significant in all the relationships studied in this research: males and inductive (1)/deductive learning (2); females and inductive (3)/deductive learning (4); inductive (5)/deductive (6) among Iranians.</p>
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Woiceshyn, Jaana, and Urs Daellenbach. "Evaluating inductive vs deductive research in management studies." Qualitative Research in Organizations and Management: An International Journal 13, no. 2 (2018): 183–95. http://dx.doi.org/10.1108/qrom-06-2017-1538.
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PurposeThe purpose of this paper is to address the imbalance between inductive and deductive research in management and organizational studies and to suggest changes in the journal review and publishing process that would help correct the imbalance by encouraging more inductive research.Design/methodology/approachThe authors briefly review the ongoing debate about the “developmental” vs “as-is/light-touch” journal review modes, trace the roots of the prevailing developmental review to the hypothetico-deductive research approach, and contrast publishing deductive and inductive research from the perspectives of authors, editors, and reviewers.FindingsApplication of the same developmental evaluation and review mode to both deductive and inductive research, despite their fundamental differences, discourages inductive research. The authors argue that a light-touch review is more appropriate for inductive research, given its different logic.Practical implicationsSpecific criteria for the light-touch evaluation and review of and some concrete suggestions for facilitating inductive research.Social implicationsAdvancing knowledge requires a better balance of inductive and deductive research, which can be facilitated by light-touch evaluation and review of inductive research.Originality/valueBuilding on the debate on journal publishing, the authors differentiate the evaluation and review of inductive and deductive research based on their philosophical underpinnings and draw implications of pursuing inductive research for authors, editors, and reviewers.
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Kim, Soung Min. "Inductive or deductive? Research by maxillofacial surgeons." Journal of the Korean Association of Oral and Maxillofacial Surgeons 47, no. 3 (2021): 151–52. http://dx.doi.org/10.5125/jkaoms.2021.47.3.151.
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Tulasi, Dominikus. "Dosen dan Pertumbuhan Ilmu Pengetahuan." Humaniora 4, no. 2 (2013): 1328. http://dx.doi.org/10.21512/humaniora.v4i2.3577.
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The primary purpose of this research is to know lecturers’ activities as the agent of science growth through scientific research and how they highlight a phenomenon using deductive apriory perspective and inductive aposteriory perspective. Deductive apriory perspective is a way to prove an empirical data referring to general propositions that is certain relevant theories with a unit analysis and research object. Whereas, inductive aposteriory perspective is the way oppose to deductive apriory, namely, proving in advance the empirical data on the spot, then followed by creating concepts and propositions which estuary on forming and formulating theory. In other words, deductive and inductive perspective is the binary opposition. Doing research using deductive way is the positivistic aprovident with quantitative approach generating singular truth. Doing research inductively refers to post-positivistic aprovident with qualitative approach affecting on multifaced truth. Research method used in this study is the inductive-explorative-qualitative approach, a case study using communication semiotics analysis, estuary at researcher’s internalization toward the phenomenon of lecturers’ scientific activities of Economics and Communication Faculty at Binus University. Result obtained of this study is to reconstruct researcher’s comprehension of lecturers’ scientific research accumulated in appropriate concepts and propositions using deductive-quantitative and inductive-qualitative approach in its implementation on scientific research of Economics and Communication Faculty lecturers at Binus University. Based on the result it can be concluded that applying scientific research activities of lecturers’ holistic understanding toward deductive apriory and inductive apsoteriory will generate satisfied result of a research. Improving and intensifying a phenomenon by implementing quantitative and qualitative methods rightfully, following scientific rules, will affect scientific values as expected. Whereas, in some cases, lecturers apply mixed method using quantitative and qualitative approach simultaneously in studying a phenomenon.
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Morse, Janice M., and Carl Mitcham. "Exploring Qualitatively-Derived Concepts: Inductive—Deductive Pitfalls." International Journal of Qualitative Methods 1, no. 4 (2002): 28–35. http://dx.doi.org/10.1177/160940690200100404.
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Analytic induction is a sacred tenet of qualitative inquiry. 1 Therefore, when one begins a project focusing on concept of interest (rather than allowing the concepts to emerge from the data per se), how does one maintain a valid approach? When commencing inquiry with a chosen concept or phenomena of interest, rather than with a question from the data per se about what is going on, how does one control deductive tendencies to see what one desires to see and which threaten validity? Difficulties stem from the nature of induction itself – Is analytic induction an impossible operation in qualitative research, as Popper (1963/65) suggests? In this section, we first discuss Popper's concern, followed by a discussion of two major threats that may prevent an inductive approach in qualitative research.2 The first threat is the “pink elephant paradox;? the second is the avoidance of conceptual tunnel vision or, specifically, how does the researcher decontextualize the concept of interest from the surrounding context and thereby avoid the tendency to consider all data to be pertinent to the concept of interest? As we explore each of these pitfalls, and we present methodological strategies to maintain both the integrity of the concept and the integrity of the research.
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Milaningrum, Elisabeth. "A Comparative Study on Teaching ESP Writing Using Inductive and Deductive Method in Balikpapan State Polytechnic." JSHP : Jurnal Sosial Humaniora dan Pendidikan 3, no. 1 (2019): 63–67. http://dx.doi.org/10.32487/jshp.v3i1.561.
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The objectives of this research are to know whether there is any significant difference in students’ writing achievement in Balikpapan State Polytechnic between the students who taught using inductive method and those taught using deductive method and to know which group has higher achievement, the group taught using inductive method or the one taught using deductive method. The research methodology used experimental method. The population of this research is the third semester students of mechanical engineering in Balikpapan State Polytechnic. The sampling technique used cluster random sampling and in collecting the data used a test. In analyzing the data used t-test formula. The result of the research shows that there is a significant difference in the achievement of students’ writing skill between the students taught using inductive method and those taught using deductive method. The mean of the experimental group taught using inductive method is 83 while the mean of the control group taught using deductive method is 70. It shows that the mean score of experimental group is higher than the control group. Therefore, it can be concluded that the students taught using inductive method have higher achievement than those taught using deductive. Key word: comparative, deductive method , inductive method, teaching writing
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Azungah, Theophilus. "Qualitative research: deductive and inductive approaches to data analysis." Qualitative Research Journal 18, no. 4 (2018): 383–400. http://dx.doi.org/10.1108/qrj-d-18-00035.
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Purpose The purpose of this paper is to explain the rationale for choosing the qualitative approach to research human resources practices, namely, recruitment and selection, training and development, performance management, rewards management, employee communication and participation, diversity management and work and life balance using deductive and inductive approaches to analyse data. The paper adopts an emic perspective that favours the study of transfer of human resource management practices from the point of view of employees and host country managers in subsidiaries of western multinational enterprises in Ghana. Design/methodology/approach Despite the numerous examples of qualitative methods of data generation, little is known particularly to the novice researcher about how to analyse qualitative data. This paper develops a model to explain in a systematic manner how to methodically analyse qualitative data using both deductive and inductive approaches. Findings The deductive and inductive approaches provide a comprehensive approach in analysing qualitative data. The process involves immersing oneself in the data reading and digesting in order to make sense of the whole set of data and to understand what is going on. Originality/value This paper fills a serious gap in qualitative data analysis which is deemed complex and challenging with limited attention in the methodological literature particularly in a developing country context, Ghana.
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Wardani, S., and I. W. Kusuma. "Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum." Jurnal Pendidikan IPA Indonesia 9, no. 1 (2020): 70–78. http://dx.doi.org/10.15294/jpii.v9i1.21155.
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This study aimed to determine the pattern of a more effective learning approach between the inductive and deductive approach in improving students’ conceptual understanding referring to the international standard curriculum on the X graders for the material property particulate subject matter. Through the deductive approach, students already have a picture/concept in their minds. But by using an inductive approach, students use their logic to understand concepts and summarize it. The research method applied in this study is a descriptive-comparative method with a triangulation analysis technique. Instruments used in the study were a questionnaire for the students, observation sheets, and three-tier diagnostic test items for pretest and posttest. The average pretest scores for deductive and inductive classes were 54.70 and 48.25, respectively. The result of the observation sheet analysis showed the deductive approach surpassed 12 points more than the inductive approach in improving the student’s learning activity. The result of the questionnaire analysis showed that 38 of 68 students prefer the learning process using deductive to inductive approach, and thought that it was suitable with the students’ characteristics. While the average posttest scores for deductive and inductive classes were 68.16 and 55.47, respectively. The analysis result of the N-Gain test towards the pretest and posttest results regarding the three-tier diagnostic test items indicated achievement of student’s conceptual understanding using a deductive approach which was 14.2225% higher than the use of the inductive approach. The Triangulation Analysis stated that the deductive approach was more effective in improving students’ conceptual understanding of Chemistry and material topics as well as material classification. While the inductive approach was more effectively applied to the topic of Particle Kinetic theory.
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Hasibah, Bibih, Euis Eti Rohaeti, and Bambang Aryan. "APPLICATION OF INDUCTIVE-DEDUCTIVE APPROACH TO IMPROVE THE ABILITY OF MATHEMATICAL COMMUNICATION AND SELF EFFICACY OF JUNIOR HIGH SCHOOL STUDENT." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 2 (2018): 70. http://dx.doi.org/10.22460/jiml.v1i2.p70-75.
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This study aims to analyze the application of inductive-deductive approach to improve the ability of mathematical communication and self efficacy of junior high school students. The design of this study is quasi experiment. The research instruments used in this research are mathematical communication ability test and self efficacy attitude scale. The population in this study is all students of SMP Negeri 1 Soreang with this research sample is 80 students of class VIII as much as two classes chosen at random. Data analysis was done quantitatively to the data of mathematic communication ability and self efficacy attitude scale. In statistical calculations using SPSS 21, the results of the study show that improving students' mathematical communication skills whose learning uses a deductive-inductive approach is better than using ordinary learning. And self efficacy of junior high school students whose learning using inductive -deductive approach is better than using ordinary learning. Keywords: Mathematical Communication Skills, Self Efficacy, Deductive-induktive approach
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Retty, Ade Novea, Martono Martono, and Teguh Sarosa. "The Effectiveness of Using Inductive Method in Teaching English Grammar." English Education 7, no. 1 (2019): 98. http://dx.doi.org/10.20961/eed.v7i1.35840.
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This article presents the research results which are: (1) there is a significant difference in grammar mastery between students taught using Inductive Method and students taught using Deductive Method; (2) Inductive Method is more effective than Deductive Method. The research method used in this research is an experimental design. This research was conducted at SMP Negeri in Surakarta in the academic year of 2017/2018. The research population is the eighth-grade students. The samples are class VIII A as the experimental group consisting 28 students and class VIII B as the control group consisting 28 students. The research instrument used to collect the data is a test. The data were analyzed by using t-test formula. The computation of the t-test shows that t observation (t<sub>o</sub>) = 2.284 is higher than t table <sub>(54. 0.05)</sub> = 2.0048. It can be concluded that there is a significant difference in grammar mastery between the students taught using Inductive Method and the students taught using Deductive Method. The mean score of the experimental group is 58.29, while the mean score of the control group is 46.86. It can be concluded that Inductive Method is more effective than Deductive Method to teach English grammar.